School-based mental health screening has been identified as a major component of social, emotional, and behavioral multitiered systems of support models, and a promising practice that can be used to address unmet mental health needs of children and adolescents. However, there are frequently noted concerns about the feasibility of implementing…

Pediatric acute-onset neuropsychiatric syndrome (PANS) is an increasingly studied disorder that has been linked to negative neuropsychiatric outcomes, with the most frequently cited consequence being rapid onset of obsessive-compulsive symptoms. Little is known, however, about the educational impacts of this disorder on school-aged children. This…

During life transitions, individuals with autism spectrum disorder (ASD) face unique challenges. When navigating the transition from high school to higher education, individuals with ASD confront increased vulnerability in social situations, decreased likelihood of program completion, and increased risk of mental health problems. To help these…

Adolescents who report high levels of satisfaction with their life tend to have better grades in school, fewer behavior problems, and positive long-term outcomes. For this reason, there is a growing interest in understanding how schools can promote life satisfaction. In this study, we examined how social support for learning (i.e., support…

The present study investigated evidence of the construct validity of scores from the Scales for Assessing Emotional Disturbance Rating Scale (SAED-3 RS), which is designed to help identify emotional disturbance (ED) as defined by U.S. law and regulations. The purpose of this research was to evaluate the degree to which SAED-3 RS scores differed…

This study aimed to investigate how children with attention deficit hyperactivity disorder (ADHD) adjust to school when compared to typically developing students. The convenience sample consisted of 135 children--27 with ADHD and 108 in the control group--and 19 prevalent teachers from 6 primary and secondary schools in Northwest Italy. Children…

Exclusionary disciplinary practices are utilized in schools despite limited benefits and associated negative student outcomes. Alternative strategies, such as Positive Behavioral Interventions and Supports, reduce exclusionary discipline practices, though research is limited in secondary settings. This study examines how student and school staff…

Behavioral and social-emotional challenges experienced in childhood are risk factors for negative educational and health outcomes. Universal social-emotional screening in schools has been identified as an effective approach to identifying children at risk for mental health and behavioral challenges and is congruent with tiered frameworks for…

The overall purpose of the current paper was to examine the social validity perceptions of middle school students and school personnel (i.e., school psychologist, counselors, assistant principal) regarding the importance of effects and appropriateness of an academic, self-regulated learning (SRL) intervention called the Self-Regulation Empowerment…

The purpose of the present study was to assess the effects of a professional development program on sixth grade teachers' use of social dynamics management (SDM) practices. SDM practices represent teachers' active attempts to incorporate classroom social dynamics into everyday instructional and behavior management strategies. Sixth grade teachers…

School psychologists serve a critical role directly and indirectly in postsecondary transition of adolescents with disabilities, given their expertise and skills in special education and interventions. The National Association of School Psychologists (NASP) Domains of Practice (2010) provide guidelines for school psychologists' service delivery,…

Teacher wellbeing has taken on increased importance in understanding contextual variables related to student academic, social-emotional, and behavioral growth. Despite its importance, little is known about how wellbeing and stress change throughout the school year. Single item measures may be a viable alternative to lengthy rating scales,…

For several decades, researchers have explored the efficacy of functional behavior assessments. Recent research has called for greater understanding of how student involvement may improve the functional behavior assessment. This may be particularly important in high school settings, because high school environments are often larger and more…

The National Child Traumatic Stress Network has applied a trauma-informed (TI) lens to a multi-tiered systems of support framework, referred to as TI-MTSS. The NCTSN presents 10 Core Area guidelines to guide school personnel toward the implementation of TI-MTSS. The purpose of this paper is to connect the training and expertise of school…

Understanding educators' perceptions about the validity and ease of providing various accommodated test administrations is critical for assisting them in promoting the accessibility of testing and instruction. One-hundred forty-eight educators completed a survey of their perceptions of the validity and ease of providing over 30 different test…